A Resource for those Working with Young People in Youth Work Settings
HEALTHY EATING,
ACTIVE LIVING
HEALTHY EATING, ACTIVE LIVING
A Resource for those Working with Young People in Youth Work Settings
1
Acknowledgements
Nadine Crotty, Health Promotion Project Officer,
National Youth Council of Ireland (in post until 2008)
and Yvonne Kelly, Health Promotion Officer, Irish Heart
Foundation (in post until 2008) for researching and
writing the resource.
Lynn Swinburne Health Promotion Co-Ordinator,
National Youth Council of Ireland (in post until 2008)
Maureen Mulvihill, Health Promotion Manager,
Irish Heart Foundation
Eimear Flannery, Health Promotion Officer, Irish Heart
Foundation.
Professional Advice and Support
Janis Morrissey, Dietitian, Irish Heart Foundation
Louise Monaghan, Health Promotion Trainer and
Consultant
Frank Fahey, Physical Activity Consultant, Fizzical.
The following organisations are acknowledged
for their valuable contribution to the development
of the Healthy Eating, Active Living Resource
– The Workers and Young People of:
Irish Girl Guides (IGG)
Kerry Dioscean Youth Service (KDYS)
Catholic Youth Care (CYC) Bray
Blakestown Mountview Youth Initiative (BMYI)
YMCA (Young Men’s Christian Association).
Testing of Resource
Carmel Forde and Jennifer Walsh, Ógra Chorcaí
Ruth Hughes, Irish Girl Guides
Gail O’Sullivan, Foróige
Sandra Bagnall, Blanchardstown Youth Reach.
© IRISH HEART FOUNDATION & NATIONAL YOUTH COUNCIL
OF IRELAND 2010
ISBN
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INTRODUCTION
5
1 SETTING THE SCENE
Healthy Eating Active Living in Ireland
The Role of Youth Work in Addressing Young People’s Health
Health as a Whole Organisation Approach
7
9
10
2 POLICY GUIDELINES
Introduction to Policy Development
Policy Consideration Guidelines
13
15
3 HEALTH EDUCATION
Introduction to Health Education
Good Practice Guidelines in Health Education
19
20
4 PHYSICAL ACTIVITY
Physical Activity and Young People
Benefits of Regular Physical Activity
How Active are Young People in Ireland?
Key Recommendations
Factors Influencing Physical Activity Levels and Choices
Promoting Physical Activity in Youth Organisations
Suggested Activities
Checklist for Promoting Physical Activity
23
23
24
25
26
27
29
38
5 HEALTHY EATING
Healthy Eating and Young People
What Can Youth Organisations Do to Influence Healthy Eating
Food Provision: Suggested Healthy Food Choices
Suggested Activities
Checklist for Food Promotion in Youth Group Facilities
6 KEY CONTACTS
APPENDICES
REFERENCES
39
42
43
46
52
53
55
60
3
The term ‘worker(s)’ is used throughout
this resource to refer to all those working
with young people in Youth Work settings
in either a paid or voluntary capacity.
4
Introduction
The Irish Heart Foundation and the National Youth Council of Ireland formed
a partnership to develop a Healthy Eating, Active Living resource for the Youth Sector,
through the sharing of expertise and information. Initial research was carried out to
assess what resources and support were available to youth workers, and following
this, the National Youth Council of Ireland and the Irish Heart Foundation conducted
a series of focus groups throughout Ireland. The focus groups explored the areas of
healthy eating and active living among workers and young people in each of the youth
organisations and identified key areas to be addressed in this resource.
We kindly acknowledge the contributions of the workers and young people who participated
in this process and hope this resource will be of benefit to you.
This resource aims to equip youth workers with the skills necessary to create a healthy
eating, active living environment in their organisation by providing information on health
education, healthy eating, active living, policy guidelines and key contact information.
National Youth Council of Ireland
Irish Heart Foundation
The National Youth Council of Ireland is a membership-led umbrella organisation that represents and
supports voluntary youth organisations and acts on
issues that impact on young people.
The Irish Heart Foundation is the national charity
fighting stroke and heart disease, the combined
biggest cause of death in this country. The charity
relies on donations for 90% of its funding which goes
to support their work in promoting healthy living
across all ages to reduce the risk of cardiovascular
disease; vital heart and stroke research; patient
support; resuscitation training and advocating
better patient services and a healthier environment.
For more information on programmes/
resources available from the National Youth
Council of Ireland or its’ National Youth
Health programme, please visit the websites:
www.youth.ie or www.youthhealth.ie.
For more information please visit the
websites: www.irishheart.ie or
www.stroke.ie
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Section 1: Setting the Scene
Healthy Eating, Active Living in Ireland
At any stage of life, healthy eating and physical activity are vital for good health and well-being,
but especially for young people as they contribute to growth and development – physically,
psychologically and socially.
Youth organisations are young people’s spaces, where they feel safe and operate on their own
terms with adults they know and trust. Therefore, this setting offers good potential for
addressing the issue of healthy eating and active living.
Irish data confirms poor nutrition among Irish adolescents and declining levels of physical
activity especially among teenage girls:
•
Irish teens have a high consumption of high fat, sugar and salt foods such as snacks,
sugary carbonated drinks and confectionary and low consumption levels of iron, calcium
and essential vitamins (Irish Universities Nutrition Alliance, 2008).
•
Fifty six percent of young people aged 15-17 years do not meet current recommendations
for physical activity (i.e. at least 60 minutes of moderate intensity physical activity every
day) and are classified as not regularly active. Females are significantly less likely to meet
minimum physical activity recommendations than males (Woods et al, 2005).
The escalating problem of overweight and obesity among young people has added further
urgency to addressing the health of young people. There is a need to focus on educating and
encouraging young people to be healthy and adopt healthier behaviours.
7
1: Setting the Scene
Overweight, obesity and impact on young
people:
Being overweight or obese can affect young people
physically and psychologically. Physical effects can
include high blood pressure, high cholesterol and
diabetes while the psychological impact can include
low self-esteem, negative body image and depression.
Maintaining a healthy weight involves balancing the
energy taken into the body (food) with the energy
used by the body (activity). The Food Pyramid provides
guidance on key healthy eating messages including
recommended portion sizes. Regular physical activity
(60 minutes of moderate intensity every day) uses up
the energy provided by food, preventing weight gain.
The report of the National Taskforce on Obesity
(2005) identified the rising levels of obesity of young
people in Ireland as a major concern, and observed
that a multifaceted approach through the education
sector, in workplaces and communities is necessary
in order to protect future generations from premature
death, ill-health, psychosocial problems and associated
economic costs that will occur.
One in five Irish children and
young people under 18 years
is overweight or obese.
(IUNA, 2005; IUNA, 2008)
Approximately 300,000 children
are overweight or obese on the
island of Ireland, rising by a rate
of over 10,000 per year.
(National Task Force on Obesity, 2005).
8
1: Setting the Scene
The Role of Youth Work in Addressing Young People’s Health
Youth work is a planned programme of education
designed to aid and enhance the personal and social
development of young persons through their voluntary
participation. This education is complementary to
their formal, academic or vocational education and
training and is provided primarily by voluntary youth
work organisations.
This resource will therefore look at the implications
of healthy eating and active living for young people
in this broader context. In order to fully appreciate the
potential role of the youth organisations in healthy
eating and active living, the cornerstones of Health
Promotion as identified by the Ottawa Charter
(WHO, 1986) guide this work as follows:
Each youth organisation has its own philosophy,
programmes and structures, but all have the
following characteristics:
Developing Personal Skills:
•
•
•
•
An active model of learning – ‘learning by doing’
Young people’s involvement on a voluntary basis
Beneficial and enjoyable experiences
A partnership approach between youth leaders
and young people
• A community context
• A recognition of inequalities in the lives of young
people
• Active participation of young people in the
processes of decision-making, planning,
organisation and evaluation.
Given the broad nature of youth work, youth
organisations are constantly developing their work
to ensure that they can meet the needs of young
people in this ever evolving situation.
Addressing health issues such as smoking, alcohol,
drugs and sexual health has been an integral part
of youth work. The areas of healthy eating and
physical activity have been increasingly recognised
as important health issues due to poor nutrition in
Irish adolescents, declining levels of physical activity,
especially in adolescent girls and increasing levels of
overweight and obesity.
It is now accepted that health needs to be considered
in its broadest terms, emphasising mental and social
as well as physical aspects of health.
The World Health Organisation views health as being:
“a resource for everyday living, not an object of living;
it is a positive concept emphasising social and personal
resources as well as physical capacities” (WHO, 1986).
Through the broad range of programmes and activities
delivered to young people, which positively influence
the development of personal skills, e.g. activity to
understand how the Food Pyramid guides healthy
eating.
Creating Supportive Environments:
Through creating supportive, safe and secure physical
and social environments, which provide young people
and staff with opportunities to discuss and explore
health issues and practice health-enhancing behaviours,
e.g. providing healthy food options in the tuck shop.
Strengthen Community Action:
Through developing partnerships and alliances with
other organisations and sectors in the community,
youth organisations can build capacity and positively
influence health within the wider community, which
in turn, can continue to support the health of their
target groups who live in the community e.g. delivering
parent focused programmes.
Developing Healthy Public Policy:
Having in place health related policies for the youth
organisation, e.g. a healthy eating and active living
policy, supports the education and practice being
promoted. Additionally, youth organisations have a
key role to play in raising and advocating for public
policy change and development in order to support
their health-related work.
Reorient the Health Services:
Advocating for the development and provision of
health services that can respond to the health needs
of young people.
9
1: Setting the Scene
Health as a Whole Organisation Approach
Using a whole organisation approach, workers and
young people can create a culture, reflected in the
policy, where healthy eating and active living is the
‘norm’ in the organisation.
Creating a culture of healthy eating and active
living using a whole organisation approach
entails:
• A recognition of the importance of healthy eating
and active living for the young people and workers
in the organisation.
• A shift from a focus on individuals directly
involved in the issue, to that of creating healthy
systems in order to support a healthier lifestyle.
Ethos and Environment
Ethos is the tone, character and quality of an
organisation. It should:
• Take care of individuals, be fair and promote
respect for self, others, the wider community
and the environment.
• Promote a sense of responsibility in individuals
for their own actions.
• Encourage and empower young people and
workers to give of their best and to build on
their achievements.
Environment can be considered in terms of both
the physical (e.g. provision of healthy food choices)
and social (provision of activities appealing to and
enjoyed by the whole group) and which is very much
linked to and influenced by the organisation’s ethos.
• An acknowledgment that by creating a culture
of healthy eating and active living that it will
improve the overall quality of life of both young
people and workers in the organisation.
• To create an understanding of healthy eating and
active living.
By creating a positive culture in the organisation
on healthy eating and active living, young people
and workers are made aware of the traditions in the
organisation and what is expected from them. This
entails a whole organisational approach addressing
healthy eating and active living at a number of levels
illustrated on the next page such as:
• Ethos and environment;
• Programmes, activities and events;
• Partnerships and services;
• Policies, procedures and guidelines.
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A whole organisational response in relation to ethos
and environment involves promoting an ethos of
respect, where diversity is valued and celebrated,
leading to a positive organisational climate. The
work of the organisation is strongly influenced by
youth participation, where young people have a say
in the running of the organisation.
Programmes, Activities and Events
Dealing with healthy eating and active living from
a whole organisational perspective entails having
general programmes and activities that provide
appropriate challenge, participation and support
for all young people and workers and have a positive
effect on their overall health and well-being.
Specifically, young people and workers need to be
aware of and understand the importance of healthy
eating and active living.
1: Setting the Scene
The Whole Organisation Approach
Activities for the whole
organisation on creating
a healthy eating and
active living environment
Awareness and
an
training on
healthy eating
and active living
Programmes/
Activities/
Events
Develop
personal and
social skills
Specific
programmes on
healthy eating
and active living
Value and celebrate
diversity e.g. different
cultures who may eat
different foods etc.
Tailored
programmes to
meet a range of
different abilities
and interests
Healthy Eating,
Active Living
Ethos and
Environment
Health
ed
education
A holistic approach
to health is accepted
in the organisation
Linking with
other
agencies/services
Peer support –
for both young
people and
workers
Pastoral
care
Partnerships
and
Services
Referral –
to appropriate
agencies/services
Parental
involvement–
in the case of
young people
Youth
participation
Ethos of
respect
WHOLE
ORGANISATION
Prevention
Code of
behaviour
Safe and
supportive
Positive
organisational social
environment
climate
Consultation,
awareness raising,
training and
implementation
of policy
Policies/
Procedures and
Guidelines
Effective whole
organisational
policy and
procedures
in place
Links with other
relevant areas
in organisations
e.g. child protection
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1: Setting the Scene
Partnerships and Services
In order to encourage healthy eating and active
living from a whole organisational approach, youth
organisations need to have a commitment to partnership working and collective responsibility that
actively involves and reflects the views of young
people them-selves, workers, parents, the wider
community and key agencies. Circumstances may
arise that require specific advice or expertise which
is beyond the remit of the organisation and this may
entail involvement or referral to another agency/
organisation to avail of certain specialist services,
e.g. dietary advice and education.
Policy, Procedures and Guidelines
A policy is a statement of the ethos and values of
an organisation. It defines a boundary within which
issues are accepted. It also clarifies roles, relationships, and responsibilities and can serve as a basis
for decision-making. Policies tell people what to
do in any given situation, while procedures and
guidelines tell them how to do it.
In relation to this area, a whole organisational
approach may include:
• The development of specific healthy eating and
active living policy, procedures and guidelines
for young people and workers.
• The implementation of good practice guidelines
in relation to healthy eating and active living.
• The identification of links with other relevant
policy areas such as guidelines in relation
to guest speakers (see Appendix A).
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Adhering to a whole organisation approach in effect
would help ensure a supportive and health promoting
environment approach whereby the healthier choice
is the easier choice, which facilitates “the process of
enabling people to increase control over and improve
their health” (WHO, 1948).
Section 2: Policy Development
Introduction to Policy Development
Over the past number of years, the area of policy has developed significantly within youth
organisations, due to a number of factors. There is a growing recognition of the importance
of the role that policy plays in the planning and delivery of safe and effective youth work
services. Some polices have been driven by legislative requirements, some by changes
to programmes and others by the complex social issues organisations now have to face.
Policy development serves a number of purposes:
•
•
•
•
•
•
•
Enables organisations to reflect on their ethos and position in the work they do.
Encourages good practice.
Supports workers, volunteers, management and the young people within the
organisation.
Meets the specific needs of the organisation’s target groups.
Provides a framework for interagency co-operation.
Enables organisations to reflect on the needs and aspirations of the community
in which they work.
Provides consistency in how to respond to health issues.
For more information on policy
development refer to the National
Youth Council of Ireland’s, Youth
Health Programmes ‘Youth Health
Promotion – A Practice Manual’
www.youthhealth.ie
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2: Policy Development
The following are suggested headings for consideration when developing a healthy eating,
active living policy for your organisation.
1.
Will the organisation devise a separate healthy eating and active living policy or will
healthy eating and active living be incorporated into the organisation’s overall health
promotion policy?
2.
What is the organisation’s understanding or definition of healthy eating and active living?
3.
Who is the policy aimed at?
4.
What are the procedures for implementing the policy? (e.g. will a steering committee
oversee the implementation of the policy?).
5.
What are the good practice guidelines to help the organisation adhere to the policy?
6.
Will implementing the policy require extra resources (e.g. funding, personnel or equipment)?
7.
Will an evaluation/review be carried out in the future, and if so, when and by whom?
Organisations should endeavour to develop a healthy
eating, active living policy for their organisation or
incorporate healthy eating and active living into their
overall health promotion policy.
The following section outlines key healthy eating
and active living considerations that organisations
should take into account, when developing a policy
in this area.
14
A step-by-step guide to policy development along
with a policy framework can be found in ‘Youth Health
Promotion, A Practice Manual’ (National Youth Council
of Ireland’s National Youth Health Programme 2006
/ www.youthhealth.ie).
If your organisation already has a healthy eating,
active living policy in place, see Appendix B for
‘Organisation Checklist’.
2: Policy Development
Healthy Eating and Physical Activity Policy
Considerations for Inclusion in a Physical
Activity, Healthy Eating Policy
• All young people should be made aware of/
informed of the benefits of physical activity and
the role of active living in healthy lifestyles
(see page 23).
• The youth organisation should strive to:
• Promote participation in enjoyable activity
•
• All children and young people (aged 2 – 18 years)
should be active, at a moderate to vigorous level,
for at least 60 minutes every day. Include musclestrengthening, flexibility and bone-strengthening
exercises 3 times a week (DoHC, 2009).
•
• For children and young people who are not active
start off slowly. Build up to an extra 1 – 30 minutes
of moderate intensity activity 1 – 2 days a week.
Then aim for 30 minutes of activity on most days
of the week. Becoming active for longer is the
goal – include some days with 60 minutes or more
vigorous activity. As you progress you will get
closer to the goal (DoHC, 2009).
•
•
• The youth organisation should allocate adequate
time for health education on physical activity and
health.
•
• The youth organisation should allocate adequate
•
time for unstructured physical activities or
active transport e.g. walking to the local leisure
club instead of going by bus.
•
for the different groups within the youth
organisation, school, community and home.
Link young people to community-based
physical activity programmes and use
community resources to support physical
activity and active transport; e.g. community
gym, local running track, cycle lanes.
Provide a range of developmentally appropriate
community sports and recreation programmes
that are attractive to all young people.
Make available to young people a wide range
of activities including non-traditional,
non-competitive games, structured and
unstructured; passive and active; individual
and team; indoor and outdoor and soft to hard
outdoor adventure.
Measure young people’s attainment of physical
activity knowledge and adoption of healthy
behaviour.
Increase opportunities for physical activity
that are popular and appropriate for young
girls, such as dance, aerobics or yoga.
Ensure that the withholding of physical activity,
games or sports is not used as a punishment.
Regularly evaluate the implementation and
quality of the physical activity policy.
• Youth organisations should try to ensure that
adequate resources, including budget and
facilities are allocated for physical activities
throughout each year.
• Any physical activity programmes should meet
the needs of the young people in the organisation.
Before developing a physical activity programme,
it is advisable to carry out a needs assessment
with young people to identify what activities
they would like to have available in the youth
organisation.
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2: Policy Development
Environment
Education
• The youth organisation should strive to:
• Provide physical and social environments that
• The youth organisation should strive to:
• Implement health education programmes
encourage and enable safe and enjoyable
physical activity.
• Provide (in as much as possible) access to safe
spaces and facilities for physical activity and
active living.
•
Training
•
• The youth organisation should strive to:
• Provide education and training to workers
•
(paid and unpaid) on physical activity and
active living (see Key Contacts section).
• Train volunteers to deliver sports and
recreation programmes for young people.
Contact the Local Sports Partnership for
more information (see Key Contacts section).
•
that help young people develop the knowledge,
attitude, behavioural skills, motivation and
confidence needed to adopt and maintain
physically active lifestyles.
Develop young people’s knowledge of and
attitudes towards physical activity and active
living (See Section 4 – Physical Activity).
Motivate young people to continue a physically
active lifestyle outside of the youth centre.
Develop awareness of the importance of rest
and activity for health and well-being.
Assist young people to identify possibilities
for daily and weekly physical activity in their
own lives through active living.
Parents
• The youth organisation should strive to:
• Where possible, include parents and guardians
in physical activity education and training
to support the young people’s participation
in enjoyable physical activities e.g. summer
projects.
• Involve parents, guardians and the wider
community in assisting the young people to
become more physically active and promoting
opportunities for active living e.g. community
fund raising through a sponsored walk; liaison
with local authorities to improve walkways
and lighting to encourage young people to
walk to the youth organisation.
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2: Policy Development
Considerations for Inclusion
in a Healthy Eating Policy
Vending machines (if in place)
• A clear code of practice should be drawn up
• Clean drinking water should be made freely
available in all youth organisations.
• All young people should be encouraged to have
breakfast every morning.
• The youth organisation should provide healthy
foods such as those listed on page 46.
• Youth organisations should adhere to the
guidelines of the Food Pyramid when educating
young people on healthy eating (See Section 5
Healthy Eating).
in relation to the use and contents of vending
machines in the organisation.
• Vending machines supplying healthy drinks and
snacks give young people choice. It is advisable
to consult the young people as to their preferences
on healthier choices before stocking the vending
machine (See Healthy Options, Page 45).
• Run in-house promotions to encourage appropriate
use of the healthy options vending machine.
Sponsorship
Parents
• Parenting courses that are run within the youth
organisation should develop and implement
healthy eating and active living education as part
of their programmes.
• The youth organisation should facilitate mothers
• Where funding is required and obtained for
projects, avoid use of company logos, branding or
colours, when sponsorship is from manufacturers
of foods high in fat, sugar and salt.
• Sponsorship by the company can still be acknowledged by the youth organisation without marketing a specific product or products.
who choose to breastfeed their children.
• The youth organisation may wish to provide
parent(s)/guardian(s) with information around
the importance of the food that they buy for the
home, i.e. in relation to the Food Pyramid.
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2: Policy Development
18
Section 3: Health Education
Introduction to Health Education
Health education is not only concerned with the communication of information, but also with
fostering the motivation, skills and confidence necessary to take action to improve health.
Health education includes the communication of information concerning the underlying social,
economic and environmental conditions impacting on health, as well as individual risk factors
and risk behaviours and use of the health system.
Effective health education programmes help young people to know and accept themselves for
who they are, have increased self-esteem and make responsible decisions about their health
behaviour. They can communicate with others, negotiate healthy relationships, are able to
differentiate high and low risk behaviours, protect themselves and others and know how to
gain access to and use health care information and services.
19
3: Health Education
Good Practice Guidelines to Health Education
Good Practice Guidelines for Planning Health Education Programmes
in Youth Organisations
• Ensure the involvement of young people in the planning and evaluation.
• Always start from where the young people are at – i.e. your choice of programme content,
materials and methodologies should always take account of:
•
age and development age of the young people involved;
•
gender;
•
race and ethncity;
•
socio-economic factors;
•
sexual orientation;
•
abilities/disabilities;
•
literacy levels.
• Provide health education within the context of the ethos and values base of the organisation.
• Ideally provide health education, which addresses the physical, mental, social, spiritual and
environmental aspects of health.
• Provide accurate, up-to-date information in attractive and accessible forms and language.
• Focus on the self-worth and dignity of the individual.
• Consider carefully the role of parents e.g. parental consent etc.
• Ensure that all workers delivering health education programmes with young people are adequately
trained – e.g. workers should be familiar and comfortable with the language and vocabulary in
relation to health issues and should not impose their own values on the young people.
• Workers should be familiar with ethical considerations in relation to specific health areas
e.g. the age of consent, legalities around referral, sponsorship and marketing etc.
• Ensure that the health education programme is informed by a research and evidence base, which
ensures maximum effectiveness and best use of resources, as guided by this resource pack.
20
3: Health Education
Good Practice Guidelines for Implementing Health Education Programmes
in Youth Organisations
• Ensure that the learning environment is suitable from both a physical and psychological basis –
comfortable, warm, clean and a nice place for young people to learn.
• Use a wide range of different methodologies to maximise learning and enjoyment for the young
people (See Activities in Physical Activity and Healthy Eating Sections)
• Enable young people to develop practical skills e.g. negotiation or assertiveness skills, as key
elements of health related decision-making.
• Consider the involvement of parents in the programme as a support to the programme and the
worker and how might this happen.
• Offer support to young people in making healthy choices.
• When working with mixed groups of young people it is good practice for workers to work in pairs,
preferably ensuring a gender balance.
• Always consider the safety of both the young people and the workers – any health-related work
with young people should always take account of the organisation’s child protection policy
and procedures.
• Address the issue of confidentiality as a priority within the youth organisation’s guidelines
and policy.
• Create opportunities for maximising discussion, reflection and exploration of issues, attitudes,
values and beliefs inrelation to health.
• If required establish a protocol for referral, both internally and with relevant external agencies.
21
3: Health Education
22
Section 4: Physical Activity
Physical Activity and Young People
Physical activity is defined as all forms of movement – and for young people includes
occupational activity, active transport (such as walking, cycling, climbing stairs), informal play,
recreational games, active hobbies, exercise for fitness, physical education, and competitive
sport.
Physical activity is one of the most important steps to improve health for people of all ages.
Regular physical activity benefits young people in several ways. All of the benefits are important
to the overall health of young people. These include physical health benefits, social health
benefits and emotional /mental health benefits.
Benefits of Regular Physical Activity
Physical
Social
Emotional / Mental
– reduces the risk of developing
– meeting other people
– feeling good
heart disease, some cancers
and diabetes in later life
– making new friends
– laughing
– improves and maintains key
– having fun
– problem solving
– laughing
– relaxing
– helping others
– learning new things
– being included
– building confidence
– doing something you like
– relieving stress
– being part of a team
– reducing anxiety
elements of physical fitness
including flexibility, muscle
strength, coordination and
balance, speed, agility, and
aerobic fitness
– develops bone strength
– helps manage weight and a
healthy fat:lean muscle ratio
– develops and improves
– improving self-esteem
motor skills and sports skills
23
4: Physical Activity
How Active are Young People in Ireland?
A number of studies have been carried out in recent
years that show a pattern of decreasing activity levels
by young people, and that an increasing number of
young people are becoming quite inactive in their
daily lives. The IUNA study in 2008 investigated
young people’s means of travelling to school: two
thirds used inactive ways to get there (41% car, 25%
public transport), while one-third active methods
(28% walk and 6% cycle).
The key findings from the Health Behaviours in
School Children (HBSC, 2006) survey revealed that
over half of primary school aged children did not
achieve the recommended level of physical activity.
As young people get older, activity levels decrease
with almost 9 out of 10 girls (15 years of age) and 7
out of 10 boys (15 years of age) not achieving the
recommended level of physical activity (HBSC, 2006).
Percentage of children who get the recommended level of physical activity (60 minutes a day)
Age
Boys (%)
Girls (%)
11 years
51
38
13 years
39
29
15 years
27
13
FIGURES HBSC, 2006
24
4: Physical Activity
Key Recommendations
To ensure that young people incorporate physical
activity into their everyday lifestyle, it is important
for them to:
• experience a range of types of activities in order
to ensure everyone finds an activity or activities
they enjoy doing.
• have positive experiences of physical activity.
This is important if they are to continue being
active as adults.
• place a positive value on physical activity and
integrate it into their daily routine.
From a physical fitness perspective any physical
activity is good and better than inactivity.
In order to maintain a healthy level of physical
fitness, however, the key recommendations for
young people are;
• to accumulate at least 60 minutes of aerobic
activity every day. Aerobic activities are any
activities that make them go ‘phew’ – such as
brisk walking, jogging, cycling, basketball, tennis
or dancing. Aerobic activities are important for
a healthy heart and lungs, and help burn fat.
Inactive young people should participate in
moderate activity for at least half an hour per day.
It is important to note that the hour of aerobic
activity can be accumulated over the course of
the day - so a number of short slots for different
activities are as good as one longer session of
one activity. For example, while one young person
might play Gaelic Football for an hour, another
might combine a 30 minutes brisk walk to school
in the morning, with a 10 minutes bout of social
basketball at lunchtime, and 20 minutes of fun
games at the youth club meeting that evening.
• to do resistance activities at least twice a week.
Resistance activities help develop strong muscles
and dense bones and involve applying a force
(sometimes with a ‘grunt’!). Good examples are
climbing, pushing, pulling, jumping or hopping –
and can include gardening (e.g. digging, raking),
hill-walking or rock-climbing, gymnastics or
weight training.
• to engage in flexibility activities as often as
possible. Flexibility activities involve bending,
twisting, leaning, or stretching. and include
dance, swimming, gymnastics, and yoga.
25
4: Physical Activity
Factors Influencing Physical Activity Levels and Choices
A variety of factors influences a young person’s physical activity levels and patterns,
they include;
Personal Factors
Social Reinforcement
• family background.
• family support. Young people who feel they have
Many young people partake in physical activity in
order to be part of a group (team or supporters).
While team sports can be popular as a form of social
activity, an over-emphasis on competition may
decrease girls’ interest in physical activity both in
school and outside the school environment (Fahey
et al, 2005).
higher family support for involvement in activity
are significantly more likely to be regularly active.
Boys perceive this support more than girls.
• socio-economic status. Young people from higher
socio-economic groups are more likely to form
a lifelong activity habit than those from lower
socio-economic groups.
• gender.
• age.
Environmental Factors
Environmental factors are outside the young person’s
control and can include;
Peer Influences
• access to facilities
The influence of peers can have both a positive and
negative impact on activity levels. Not surprisingly, it
is unlikely that a young person will be regularly active
if friends are not interested in physical activity.
But, peers can influence positively in a number of
ways such as:
• mutual influence into starting physical activity;
• friends that are already active;
• the possibility of making friends in different social
circles.
26
Easy access to services and facilities is a significant
factor in influencing participation. Key facilityrelated issues include proximity, hygiene, safety
and ‘age-appropriateness’.
• media
The increased popularity of elite sports in the
media may result in more positive attitudes to
physical activity and increased participation levels.
On the other hand, decreased participation may
result due to the portrayal of sport as entertainment, encouraging sedentary activities such as
watching sport on television or as sport as being
unrealistic and de-motivating.
4: Physical Activity
Promoting Physical Activity in Youth Organisations
Youth organisations can play a very positive role in influencing a young person’s activity levels
and choices.
A supportive environment can be created by planning and providing opportunities that are fun
and which do not over-emphasise competition and encourage participation by all. Discussion
with young people (and taking on board all views) is a crucial factor in influencing choice of
activities provided and the levels of participation – and will help identify potential barriers.
From a broad policy perspective the following
questions are useful:
Practical examples of what youth organisations
can do to promote physical activity include:
• does the organisation have a physical activity
• sport tournaments with other youth organisations
policy in place?
• is an active lifestyle encouraged and supported?
• do young people know and value the health
(e.g. soccer, tag rugby, basketball).
• links with local gyms where the youth
organisation negotiate a reduced rate (perhaps
at specific times).
benefits of regular activity?
• working with the Local Sports Partnership to
• is there motivation to be active and a good
example set by staff and volunteers?
organise a Sports Taster event where young
people have the opportunity to try different
sports/activities not normally available to them.
• is the facility supportive of physical activity
(e.g. safe storage of bicycles, spacious, safe, etc)?
• is physical activity part of the normal ongoing
programme and is the activity menu broad
ranging?
• inter-group Fun Runs or Walks.
• organising and playing group games at weekly
meetings.
27
4: Physical Activity
Examples of What You Can Do in Your Organisation
• Soccer (or other sports) tournaments with other youth clubs/organisations
• Link with local gym – negotiate reduced rate for youth organisation
• Membership or specific access times at a reduced rate
• Link with Local Sports Partnership for Sports Taster Day/Activity evenings where young people have the
opportunity to try different sports/activities not normally available to them
• Annual 5 km Fun Run
• Group Activities* (see following section).
* As with all learning in large or small groups, no matter what format, whether discussing,
brainstorming or formal presentation ensure that either individual members, the group
as a whole or you as leader recap on the main learning points at the end of each session.
28
4: Physical Activity
Activity 1: Walking All Over The World
Objectives:
Set up a walking club within the organisation; track the combined progress of the group on a local/
national/global map.
Materials:
Information on local walking routes (e.g. Irish Heart Foundation Slí na Sláinte routes), safety
information, notebook to record distance walked by all members, map.
Introduction:
Walking is a great form of physical activity that can be enjoyed by people of all ages without being
too expensive. Walking to and from the youth organisation or for leisure is a good way for young
people to keep active. Tracking the progress of the group on a large wall map encourages
group participation and provides a visual motivation tool to continue with the activity.
Method:
Begin with a group discussion on the benefits of walking for health.
Measure the distance from each members home/school to the youth organisation. Measure popular
walking routes in the area. Appoint one person to record the combined distance travelled by the group
on a weekly basis. Once a week plot the distance travelled on the map.
Questions for Discussion:
•
•
•
What new routes could the group take to vary the activity?
Discussion groups relating to the area on the map covered by the group, e.g. cultural issues/
what do the group know about the particular place?
Other activities the group would like to try.
Suggestions:
•
•
•
Begin the activity with a local map and gradually build to larger geographical areas.
Provide motivation and reward when the group reaches specific milestones.
Provide incentives for the person who has walked the furthest distance
(e.g. voucher for sports shops).
29
4: Physical Activity
Activity 2: Walking/Pedometer Challenge
Objectives:
To increase physical activity levels among participants by recording daily levels of activity over a fourweek period.
How:
By setting a personal target of walking for at least 30 minutes on five days a week over four weeks
and recording the amount of activity on a record card, the participant can then earn a certificate of
recognition or other award.
Materials:
Challenge cards and pedometers, available from the Irish Heart Foundation (see Key Contacts)
(nominal charge for pedometers).
Introduction:
Walking is a great form of physical activity that can be enjoyed by people of all ages and is low in cost
– all that is needed is a pair of good walking shoes or runners. The Irish Heart Foundation’s Walk or
Step Challenge provide easy to use programmes that record levels of physical activity each week,
motivating the participant to maintain or improve on their weekly totals over the four week period.
What to Do:
•
•
•
•
•
•
•
•
Contact the Irish Heart Foundation for information on these programmes and to order materials
(see Key Contacts).
Hold a discussion group with participants to introduce the activity and to give them information
on the benefits of walking for health – the latter activity could be a brainstorming session where
the group identify the benefits.
If any member of the group would prefer to do jogging or cycling instead that is fine – they need
only do so for 15 – 20 minutes each day.
This activity can be an individual, partner or group activity, but for motivation and enjoyment
encourage the group to find a partner with whom to walk on most occasions.
Plan at least one or two group walks during the period. As a motivation, ideally add in a fun
element such as a draw for a free prize for all who take part.
Check with the group regularly how they are getting on.
Remind them that if they have lapsed in their activity starting again is positive. This activity is only
for themselves.
Nominate a group member to collect and return the completed challenge cards to receive a
certificate of completion. Depending on the group and their interests other incentives, such as
a draw for all who take part (e.g. for music vouchers) could be considered.
Questions for Discussion:
•
•
•
•
30
How much walking do you do in a day?
How would you improve on this?
Ask group about ways to stay motivated.
Other activities the group would like to try.
4: Physical Activity
Activity 3: How Can Activity Help Me?
This activity may work best over two different times and the second day should start by recapping on discussion and
findings from first day.
Objectives: The youth group should:
•
•
•
•
Learn the benefits of physical activity for health
Understand what motivates them to be active
Consider what are the barriers for them being active; and
Understand and know how much activity they need for good health.
Materials:
Flip chart, paper and pens for each participant.
Introduction:
From a physical fitness perspective any physical activity is good and better than inactivity. Regular
physical activity benefits young people physically, socially and emotionally/mentally.
What to Do:
The following activities should be done first in small groups of 3 – 4 and then discussed with the main
group. If the group is small enough then in one group and ideally not all done in one session.
• Ask groups of 3 or 4 members to list the benefits of physical activity for health. Ask them to
consider how they feel physically and mentally after playing a match, kicking a football or dancing
to their favourite music. Each small group writes answers on the sheet. Then take feedback from
each group and insert benefit with discussion from each group under headings of physical, social
and mental health.
• Discussion on motivation, with a view to sharing ideas from each other. Ensure motivation for
males and females is considered equally.
• What type of activity do you enjoy?
• Is it possible for you to pursue your activity of choice – if yes why, if no why not – what are the barriers?
• What motivates you to be active?
• Why are males more active than females?
• Do females realise that they are putting their health at risk, if they are not active?
• What do many people use to try and lose weight? Could physical activity help?
Discussion On How Much Activity?
•
•
•
How active are you?
Could you be more active?
What would help you do more?
Suggestions:
Follow this workshop discussion with a physical activity taster session.
Activity 4: Warming Up and
31 31
4: Physical Activity
Activity 4: Warming Up and Cooling Down
Objectives:
To explain the benefits of warm up and cool down activities and to demonstrate these to participants.
Materials:
Information sheet (see next page).
Introduction:
Use the information sheet to explain the role of warm up and cool down in formal exercise and the
components of warm up and cool down activities.
What to Do:
•
•
Following the explanation of Warm Up and Cool Down, break into groups of 3 or 4 and practice the
movements as shown on the information sheet.
Use Warm Up and Cool Down with group physical activities (i.e. basketball/soccer).
Questions for Discussion:
•
•
32
What is Warm Up/Cool Down?
Why is it necessary?
4: Physical Activity
Warm Up and Cool Down
What is Warm-Up?
A warm-up prepares the body gradually for more demanding activity. This is done by:
1. increasing the body temperature
2. increasing blood flow to the muscles.
The purpose of Warm-Up is to:
•
•
•
•
•
•
Increase muscle temperature
Increase blood flow
Check for injuries or uncomfortable points on the body
Delay the early fatigue while doing physical activity
Allow the body use oxygen more effectively during exercise
Prepare the mind for physical activity.
Warm-up should consist of:
1. Pulse Raising Activities:
• Gentle aerobic activity to gradually raise the heart rate and prepare the cardiovascular system
for activity. E.g. Short 5 – 10 minute walk or gentle jog around the gymnasium.
2. Joint Mobility:
• Full body movements to increase mobility of joints and to move the joints through a range of
motion. These actions should be slow and controlled. E.g. arm circles or hip rotations.
3. Safe Appropriate Stretching:
• Short static stretches (see page 35 – 37) should be done as part of an activity to prevent injury.
• Each stretch should be held for 6 – 10 seconds to prepare muscles for action.
4. Activity Specific Warm-up Exercises:
• Warm-up activities need to be appropriate to the exercise, sport, game or actions that will follow.
E.g. if playing football warm-up drills should include kicking, passing and running activities.
33
4: Physical Activity
Warm Up and Cool Down…
What is Cool-Down?
The purpose of cool-down is to return the blood from the muscles to the heart and allow the body to
recover gradually and return back to a resting state. More specifically a cool down helps to eliminate
the build up of lactic acid in the muscles and facilitates oxygen-depleted blood to return back to the
heart. This is done by:
1. slowing down the pace of the physical activity
2. stretching the muscles that were used during the class.
The purpose of Cool-Down is to:
•
•
•
•
•
Lower pulse, heart rate and body temperature
Release tension that could build up in the muscles and reduce lactic acid
Relax the body
Bring the body back to a resting state
Stretch muscles to avoid injury
Cool-down should consist of:
1. Pulse Raising Activities:
• Activities to bring the heart rate back to normal and lower the body temperature e.g. walking
around the gym.
2. Bring the body back to a resting state
• Gradually slow pace and stop the activity.
3. Controlled Passive Stretching
• Slow stretches to prevent stiffness holding each exercise for 10-12 seconds.
The cool down should last about 5 minutes.
34
4: Physical Activity
Warm-up Stretches (IMAGES NEED TO BE INSERTED)
Whole Body Stretch
Stand with feet apart.
Stretch arms over head and hold.
Then spread arms out to a V shape.
Raise heels off the ground and hold for 6 – 8 seconds.
Cat Pose Stretch
Stand with feet apart and knees bent.
Curl back over while dropping head down.
Tighten tummy muscles and round back.
Hold for 6 – 8 seconds, relax and repeat.
Chest Stretch
Stand with feet apart and knees soft.
Catch hands together behind back and squeeze
shoulder blades together.
Hold for 8 seconds, relax and repeat.
35
4: Physical Activity
Warm-up Stretches (IMAGES NEED TO BE INSERTED)
Calf Stretch
Stand with one leg in front and bend the knee.
Keep other leg straight and push the heel back
into the ground.
Keep lower back straight. Hold for 8 seconds.
Switch legs and repeat.
Quadriceps Stretch
Using a wall or partner for balance or standing
alone, stand on the left leg and grasp foot behind
hip. Pull the foot upwards until a slight sensation
is felt on the front of the right thigh.
Hold for 8 – 10 seconds. Switch legs and repeat.
Hamstring Stretch
Put one leg a couple of inches in front of the other,
bend the back leg and keep the front leg straight.
Sit back towards rear leg. Place hands on the top of the bent thigh
for balance or on the hips. Feel stretch along back of straight thigh.
Hold for 8 – 10 seconds. Repeat on opposite side.
36
4: Physical Activity
Cool Down Stretches (IMAGES NEED TO BE INSERTED)
Inner Thigh Stretch
Sit on floor, knees bent and falling outward.
Place hands on inside of knee and gently ease the
knees out to either side while breathing out.
Hold for 8 – 10 seconds, repeat with other leg.
Hamstring Stretch
Lie on back, knees bent, feet flat on floor.
Bring one knee toward chest. Use hands behind
upper thigh to support and relax leg. Then
straighten leg up toward ceiling. Hold for 8 – 10
seconds. Bend knee into chest and return to
starting position. Repeat with other leg.
Quadriceps Stretch
Lie on side, bend bottom knee forward and
pull top foot behind and into buttock.
Hold stretch for 8 – 10 seconds.
Repeat with other leg.
Calf Stretch
Sit on floor with one knee bent to side of body.
Reach to catch the toes of the straight knee and
gently pull toward body.
Hold for 8 – 10 seconds. Repeat with other leg.
Reference: Hope, O’Sullivan Ryan, O’Loan, Burke & Tonge, 2005
37
4: Physical Activity
Checklist
Physical Activity Promotion in Youth Group Facilities
Is there a physical activity policy in place?
Is active living encouraged?
Are there facilities for safe storage of bicycles?
Are young people encouraged to try out new activities?
Can physical activity be included in any current programmes?
Do young people know the health benefits of regular activity?
Is there motivation to be active and a good example set by staff and volunteers?
38
Section 5: Healthy Eating
Healthy Eating and Young People
Link between food intake and health:
Healthy eating involves consuming a wide variety of foods in the correct portion sizes in line
with Food Pyramid recommendations. A healthy, balanced diet is essential for overall good
health, improves energy levels and reduces the risk of diseases such as heart disease, diabetes
and obesity (Irish Heart Foundation, 2007).
Irish research shows that the amount of fruit and vegetables consumed by young people is
relatively low and that consumption of foods high in fat, salt and sugar (often termed junk
food) is high (Irish Universities Nutrition Alliance, 2008). Combined with low levels of physical
activity, this can cause an increase in levels of overweight and obesity, which can in turn lead
to development of diabetes and early signs of heart disease. These foods are heavily marketed
to children and young people through television, school, the internet and other media. Educating
young people on how to eat healthily and the associated benefits, and creating an environment
that promotes healthy living can have a positive influence on eating habits of young people.
Food and Nutrition Intakes of Irish Teens
• Teenagers eat mainly white bread – less than half eat any brown bread.
• Meat intake comes mainly from processed meat.
• Fish consumption is very low.
• Very low fruit and vegetable intake. One third don’t eat any fruit.
• Average consumption of carbonated beverages (mostly sugar containing beverages) is a glass each day.
• Teenagers, especially girls do not consume enough of some nutrients including:
iron, folate, calcium, vitamin D.
• 75% of girls are not getting enough iron and 42% are not getting enough calcium.
• 56% of teens consume more than the recommended 35% energy from fat.
• 20% of teens energy intake is from sugars.
(Irish Universities Nutrition Alliance, 2008)
39
5: Healthy Eating
The Food Pyramid
Functions of Nutrients:
The Food Pyramid is a tool used to visually
communicate the healthy eating message of variety
and balance in making food choices. It should be
used as the basis for education on healthy eating.
Choosing a variety of foods of appropriate portion
size from each of the four main food shelves can
help to ensure that young people are making the
correct food choices for health. It should be noted
that young people need five servings daily from the
dairy shelf due to their greater calcium and protein
requirements.
• Protein is essential for growth and tissue repair.
Young people need to eat a healthy, balanced diet.
This means:
1) Eating from the different food groups, in the
correct portion sizes and a variety of foods.
2) Maintaining a balance between food eaten
and energy used by the body.
All the nutrients that the body needs – protein, fat,
carbohydrate, vitamins, minerals and water – are
obtained by choosing a combination of foods from
all shelves. These nutrients perform many functions
but are particularly important for growth and
development in young people. The top shelf contains
foods that should be eaten in small amounts, not
every day.
40
• Carbohydrates are necessary as an energy source
and wholegrain sources provide fibre.
• Fat helps to insulate the body and protect organs
such as the liver and kidneys. It is a source of
energy, essential fatty acids and vitamins A, D, E
and K.
• Vitamins and Minerals are essential for body
functions. For example, calcium is necessary for
building strong bones and teeth. Vitamin A is
important for good eyesight, healthy skin and
hair. Iron is needed to form red blood cells,
prevent fatigue, aid growth and carry oxygen.
• Water carries nutrients to all body cells and waste
products to kidneys. It aids in the digestive
process and helps regulate body temperature.
5: Healthy Eating
Main Nutritional Concerns for Young People:
• Good eating habits –
encourage regular healthy meals and snacks especially eating breakfast.
• Preventing overweight and obesity –
young people should be aware of the balance between the energy taken into the body and the
energy used by the body. Promote intake of fruit and vegetables and reduced intake of high fat,
high sugar, high salt foods and drinks.
• Preventing iron deficiency –
encourage young people to choose red meat 3 – 4 times a week and include vitamin C rich foods
and juices with meals to increase iron absorption.
• Adequate calcium intake –
important for healthy teeth and bones – milk and other dairy foods are a good source of calcium.
• Folic acid –
important before and during pregnancy to prevent defects in the baby’s nervous system.
Increase intake of folate rich foods (fruit, vegetables and wholegrains) and foods fortified with folic
acid for example milk and breakfast cereal. In addition, all women of child bearing age who may
become pregnant should have one 400 micrograms folic acid supplement everyday.
• Vegetarians –
alternative sources of protein and iron need to be included. Intakes of other important nutrients can
also be low.
• Sports nutrition –
regular meals, carbohydrate rich snacks before and after training/sporting events and adequate
fluids are all important.
41
5: Healthy Eating
What Can Youth Organisations Do To Influence Healthy Eating?
Youth organisations can contribute to the food
choices young people make by providing healthy
options while they are in the youth organisation.
This can include meals that are prepared on the
premises and having healthy options available in
the vending machines (ifpresent) or having drinking
water available at all times.
The organisation should try to provide a culture of
healthy eating where workers provide a good example
to young people. A Healthy Eating Policy drawn up
in consultation with young people will provide a
guide for workers and young people as to what items
are not permitted on the premises, e.g. take away
food, sugary drinks etc.
Outlined below are the influences that impact on the
choices young people make in relation to food, taken
from the consultation with youth organisations
carried out by the National Youth Council of Ireland’s
National Youth Health Programme and the Irish
Heart Foundation. The following should be taken
into account in planning, discussing and presenting
educational interventions.
Home –
The majority of food consumed by children is
consumed at home. Children and young people’s
food choices can be influenced by the availability
of foods at home, the household food budget and
the eating habits of their parents.
Accessibility –
For young people, accessibility of foods such as
those available at home, in the local shop or in
vending machines in the youth organisation can
affect their food choices.
Peers –
What young people eat or drink can be influenced
by their peers’ choice of foods.
Taste –
it is important that young people experience a wide
range of foods, including different fruit and vegetables,
so that they have the opportunity to develop a taste
for healthy options. This will help to reduce reliance
on convenience foods high in fat, salt and sugar.
42
Convenience –
Convenience foods are popular when people are
in a hurry or do not have the skills/facilities to
prepare fresh meals. Convenience foods are usually pre-packaged, can be prepared quickly or eaten
on the go. These need not necessarily be unhealthy
snack foods. Healthy foods such as sandwiches,
yogurt, fruit or cereal can be classified as convenient.
Marketing –
Foods are marketed in a particular way in order to
appeal to a specific section of the population.
Marketing includes various means such as advertising
on TV, radio or magazines, the internet, in-store
promotions, celebrity endorsements and sponsorship
(see Appendix C for more information on Marketing)
Food Labelling
What does it say on the label?
Most of us know what foods to buy, but it’s very easy
to be lulled into a false sense of well-being by claims
such as ‘Fat Free’ or ‘Reduced Sugar’. Knowing how to
read food labels and promotional claims is essential
to making healthy choices. There is still a lot of variety
in how food labels are written. However recent EU
legislation on nutrition and health claims will soon
help to protect consumers from misleading claims
and allow them to use accurate information to make
informed decisions about food choices. All claims
must be clear and understandable by the average
consumer. The new legislation means it is necessary
for food companies to support any claims made
(for example, ‘high in vitamin C’, ‘low in fat’ or
‘calcium strengthens bones’) on food labelling or in
advertising with scientific studies (See Appendix D
for more information on Food Labels).
5: Healthy Eating
Food Provision: Suggested Healthy Food Choices
The following is a list of foods categorised according to the Food Pyramid that could be made
available in a youth organisation. Some of the suggestions below may not be applicable to all
youth organisation facilities, especially those that do not provide hot meals.
BREAD, CEREALS, POTATOES, PASTA AND RICE
(Bottom Shelf: 6+ servings per day)
• Offer potatoes in a variety of ways – mashed, baked, boiled.
•
•
•
•
•
•
•
Keep chips to a minimum and remember that thick-cut and straight-cut chips absorb less fat than
crinkle-cut or thin chips.
Try potatoes in potato salad made with a little low fat mayonnaise for variety.
Offer wholemeal, multigrain, white and brown bread rolls.
Serve pasta in a variety of shapes and colours. Try also in salads.
Use more pasta and less sauce. Choose tomato-based sauces more frequently than cream-based sauces.
Rice is also good hot or cold – white, coloured or wholegrain offers variety.
Offer a choice of breakfast cereals, including low-sugar and high fibre varieties. Porridge is ideal.
Many breakfast cereals are fortified with iron. Offer these with vitamin C- rich food or drink to increase
absorption (e.g. fruit juice, fresh fruit).
FRUIT, VEGETABLES AND SALAD
(5 servings per day)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Offer fresh fruit daily.
Choose fruit in season, as it is more economical.
Serve a variety of different fruits and vegetables over a weekly menu plan.
Incorporate fruit into baked dishes and vegetables into casseroles and stews.
Cook vegetables with the minimum amount of water for the minimum amount of time to reduce
vitamin loss.
Serve some vegetables raw in salads or with dips.
Do not add bread soda to the cooking water when cooking green vegetables. It causes significant loss
of vitamins.
Steam vegetables when possible to retain more vitamins. Cook until vegetables are just tender, not soft.
Use tinned tomatoes and baked beans in meat dishes e.g. lasagne, shepherd’s pie, casseroles.
It will help meat to go further.
Try to serve dark green leafy vegetables at least twice a week as they contain iron, e.g. broccoli, cabbage.
Salad bars are a popular way of encouraging young people to eat vegetables. Serve salads in separate
bowls and offer dressings on the side where possible.
Vegetable-rich soups are a nutritious snack.
Include fruit in desserts such as jellies and mousses.
Choose tinned fruit in fruit/natural juice or light syrup rather than syrup.
Try baked apples or stewed fruit for warm dessert options.
Add dried fruit to sponges for iron and fibre.
Frozen vegetables are just as good as fresh.
43
5: Healthy Eating
MILK, CHEESE AND YOGHURT
(3 servings per day for adults,
5 servings for teenagers or for pregnant or breast-feeding mothers)
• Drinking milk is a great way of increasing calcium intake. Offer flavoured milks for variety and always make
•
•
•
•
•
sure it is served cold.
Use milk in cooking sauces, puddings and custard.
Remember that low-fat milk contains just as much calcium as full-fat versions.
Milkshakes are a popular alternative to plain milk.
Yoghurts are popular toppings for dessert.
Frozen yoghurt is a good low-fat alternative to ice-cream.
MEAT, FISH AND ALTERNATIVES
(2 servings per day, 3 during pregnancy)
• Extend the meat in dishes by adding baked beans and pulses such as kidney beans e.g. chilli, bolognese,
lasagne.
Trim excess fat from meat and buy the leanest cuts the budget will allow.
Drain or skim the fat from casseroles and from mince.
Offer a variety of fish regularly – especially tinned or fresh oil-rich fish such as salmon, sardines or mackerel.
Use tinned fish in brine rather than oil.
Try not to add too much additional fat or oil during cooking.
Drain food well if it has been fried e.g. on wire trays.
Good sources of easily absorbed iron include lean meat, tinned sardines, liver and home made burgers.
Including a good source of Vitamin C such as orange juice will help absorb the iron.
• Offer bean-based dishes on the menu, as they can be popular with vegetarians and non-vegetarians alike.
• If a dish contains nuts, make sure it is clearly labelled to inform anyone who may have a nut allergy.
•
•
•
•
•
•
•
TOP SHELF: FATS, OILS AND SUGARS
(Very small amounts)
• Use polyunsaturated or monounsaturated fats for cooking and use sparingly. Examples include sunflower
•
•
•
•
•
•
•
•
•
44
oil and olive oil.
Keep pastry based foods to a minimum. Do not serve a pastry-based main course with a pastry-based
dessert.
Grill or bake foods rather than frying e.g. sausages, fish fingers.
Make pies with the top crust only.
Use sauces and mayonnaise sparingly, even if they’re low fat versions.
Skim visible fat off sauces before serving.
Try not to dust cakes and desserts with sugar.
Offer milk, water and juices for drinks. Limit availability of soft drinks.
Keep sugar content of desserts to a minimum.
Instead of offering cream with dessert, try dressing it with fruit, coulis or mint.
5: Healthy Eating
HEALTHY SNACK IDEAS (can also be used in vending machines)
•
•
•
•
•
•
•
•
•
•
•
•
•
Fruit juice (no added sugar, not labeled as “juice drink”);
Fruit smoothie (low fat);
Portions of fresh fruit salad in a sealed storage container;
Fresh fruit (one whole piece of fruit, e.g. an apple);
Plain popcorn;
Diet yoghurts;
Fruit and wholemeal scones with low fat spread;
Portions of wholemeal or wholegrain bread with low fat spread;
Sandwich selection to include wholegrain bread and wraps with low fat dressings;
Grain cracker e.g. Ryvita and low fat cheese portion;
Wholegrain or bran type cereal mini-pack and low fat milk;
Dry roasted nuts (unsalted);
Cartons of low fat milk.
If a vending machine is in place, confectionary options can include:
•
•
•
•
•
Lower fat options e.g. small, slim chocolate bar;
Wine gums, boiled sweets and mints;
Smaller portions of confectionary e.g. fun size bar or two finger bar;
Lower fat crisps e.g. light or low fat choice.
Plain popcorn.
Examples of what you can try
•
•
•
•
•
•
Install water cooler: it should be placed in a room used frequently by young people.
Have fruit taster sessions/smoothie tasters as part of other healthy eating projects/programmes.
Switch to low fat dairy products as the standard type on order.
If a vending machine is in place only provide healthy snacks in the vending machine.
Consider taking part in the Gaisce Awards – these can include a cookery element.
Increase healthy eating culture through “Ready Steady Cook” competitions with involvement from all,
including staff.
See Activities Section for more ideas (next page).
45
5: Healthy Eating
Activity 1: All About Food
Objectives: To discuss specific foods under the following headings:
1. The Food Pyramid – Where does the product fit in?
2. Labelling – What information is included?
3. Selling technique – Packaging and selling
Materials:
Each group member brings in wrapping from a food product they like to eat. It is advisable for the
youth worker to bring in a range of products to ensure all food groups are represented.
Food Pyramid poster.
Sheets of paper and markers for feedback.
What to Do:
Divide group into small groups of 3 – 4. The group selects one product to begin with and discusses the
following points making notes of their answers. All products are discussed in the small group before
re-joining the larger group. The Youth Worker then facilitates a larger group discussion.
NOTE: This activity can be carried out as three separate sessions if preferred.
1. The Food Pyramid – Where does the product fit in?
Through group discussion, determine:
• Which shelf on the Food Pyramid does the product belong to?
• How much/how little should be consumed on a daily basis?
• What quantity is considered a portion?
• How much do group members consume?
• Is the product healthy? Is there a healthier version or method of preparation?
(e.g. oven chips in place of deep fried chips, boiled potatoes are healthier than chips).
• Are there any food products/categories not represented by the task? Does this say anything about
the food choices of the group?
2. Labelling – What information is included?
Examine the product’s labelling and determine:
• What are the main ingredients?
• What ingredients are contained in the product? Is this information difficult to read?
• How much fat, sugar, salt, fibre and calories are contained in the product? Is this information
provided on the label?
• What other information is contained on the label?
46
5: Healthy Eating
Activity 1 – All About Food…
3. Selling Technique – Packaging and selling
Examine each product and discuss the following:
• Does the packaging make the product more appealing?
• Is the product marketed to a particular age group? How do you know – the packaging?
• Has the product been endorsed by any celebrity?
• Where is the product sold?
• What advertisements are you aware of?
• What slogan/promotional tools are used?
Suggestions:
•
•
•
Information on labelling and marketing can be found in Section 5.
Contact your Local Health Office to order a copy of the Food Pyramid poster.
Consider leaving the Food Pyramid poster permanently in the food area of the organisation.
47
5: Healthy Eating
Activity 2: Media Literacy
Refer to the media literary section in this resource before beginning this activity.
Objectives: To introduce young people to the concept of media literacy.
Materials:
One product marketed to young people.
Introduction:
Media literacy is the term given to the idea of becoming more aware and more critical of the ways
in which manufacturers entice consumers to buy products. The activity takes place over two weeks.
In week one, the activity is introduced, group members pick one product and carry out research and
give feedback in week 2.
Method:
Week 1:
Divide group into smaller groups of 3 – 4.
Groups decide on a product to research during the week (all groups to pick a different product).
Areas to consider:
1. Is this a new product?
2. Who is the target audience?
3. What price is the product?
4. Where is it sold (e.g. shop, vending machine etc)?
5. Are there any special offers or promotions?
6. Has a celebrity endorsed the product? Would you think the celebrity uses the product?
7. What kind of packaging is used? What appeals to you about it?
8. What advertisements are you aware of? (TV, magazine, radio, internet)
Week 2
•
•
Each group presents the information they have gathered on the products.
Discuss the questions above as a whole group.
Questions for Discussion:
•
•
•
48
Did anything you found out surprise you?
Would you think differently before buying a new product again?
How has popular culture changed the way products are sold?
5: Healthy Eating
Activity 3: Sources of Energy
Objectives: To re-create the Food Pyramid.
Materials:
Food Pyramid poster showing portion sizes, available from your Local Health Office
Food cards available in the Downloads section – 1 set per team.
Flip chart paper with blank Food Pyramid drawn on, taped onto the floor, large space, hall or room.
Introduction:
The aim of the activity is to recreate the Food Pyramid, by placing the cards on the correct shelves
of the Food Pyramid.
Method:
1.
2.
3.
4.
Divide group into smaller groups of four.
Each group lines up at one end of the room.
Sets of Food Pyramid cards are placed at the other end of the room.
Team members take turns to run and collect a card from the other end of the room.
Only one card per person per run.
5. Each team must acquire the appropriate cards to recreate the Food Pyramid correctly.
6. Each team must work in their own area to re-create the Food Pyramid on the flip chart paper.
7. The team to re-create the Food Pyramid in the shortest time wins.
Questions for Discussion:
•
Which food group do you think you need to eat more or less of?
How will you do that?
Suggestions:
•
The food cards provided are a sample, groups can include other foods appropriate to specific
ethnic groups.
Alternative Games:
1. Students could use the cards retrieved during the game to create healthy menus for one day’s
meals.
2. Student collect cards from one food group only.
NOTE this quiz should be used not so much as a test of knowledge but more to encourage the group
to consider the answer. The learning will be in hearing the explanation for the correct answer.
49
5: Healthy Eating
Activity 4: Healthy Eating Quiz
1. Full fat milk contains more calcium than low fat varieties
True
False
2. Bread and potatoes are fattening
True
False
3. Teenagers need 5 portions of foods from the dairy shelf every day
True
False
4. We need to drink 5 cups of water a day
True
False
5. The iron in meat is seven times more easily absorbed than the iron in green vegetables
True
False
6. A bar of chocolate is a better energy boost than a sandwich
True
False
7. An average bag of crisps contains about the same amount of salt as 2 medium slices
of white sliced bread
True
False
8. Brown bread is more healthy than white bread
True
False
9. Popcorn is an example of a healthy snack
True
False
10. When we eat a meal it takes about 10 minutes for the brain to get the message that we are full
True
50
False
5: Healthy Eating
Answers to Healthy Eating Quiz
1. False
Low fat milk contains the same amount of calcium as full fat.
Calcium is important for strong bones and teeth.
2. False
Breads, cereals, potatoes, pasta, and rice are high carbohydrate, low fat foods. It’s what we do to them
that effects the fat content e.g. make chips out of potatoes, add rich creamy sauces to pasta etc.
3. True
Teenagers need five servings from the dairy shelf every day.
They need extra calcium and protein as their bodies are growing so much.
4. False
We need to drink 8 cups of fluid every day.
5. True
The iron in meat is seven times more easily absorbed than the iron in green vegetables. Iron helps
to carry oxygen in our blood from our lungs to every body cell. A lack of iron can lead to anaemia and
tiredness. Vitamin C, found in fruit and some vegetables helps your body to absorb the iron.
6. False
The sugar in chocolate is absorbed quickly into the blood, which gives you a short energy boost, followed
by a sharp dip, when you’ll feel hungry again. It takes longer for your body to break down bread, so you
get a steady release of energy for a longer length of time.
7. True
An average bag of crisps contains 0.8g salt, while 2 medium slices of bread contains 0.83g salt.
Most of the salt in our diets comes from processed foods, including processed meats e.g. bacon and
bread, soups, sauces and breakfast cereals. However, bread and breakfast cereals are nutritious foods
and should be included as part of a healthy balanced diet.
Instead, reduce the intake of salty foods from the top shelf of the Food Pyramid e.g. crisps.
8. True
Brown bread contains much more fibre than white bread. The body can’t digest fibre so it doesn’t provide
us with energy but it does help to move waste along the digestive system. It helps protect us against
constipation and other bowel disorders, certain cancers and heart disease.
9. True
Unsalted popcorn is a great alternative to a packet of crisps. It’s much lower in fat and salt but still gives
the same crunch! Other healthy snack ideas are included in the Healthy Eating section of this resource.
10. False
It takes about 20 minutes for the brain to get the message that we are full.
To avoid that ‘stuffed feeling’, chew your food well and take time to taste and enjoy it with family
and friends, rather than speeding through your meal in front of the TV.
51
5: Healthy Eating
Checklist
Food Promotion in Youth Organisations
Is there a healthy eating policy in place?
Does it cover the types of food options that should be available?
Does the policy cover food marketing/commercial sponsorship within the facilities?
Is a vending machine available? Does it include healthy alternatives?
If not, what changes could be made?
Is information promoting healthy eating and healthy lifestyles available?
Could Youth Work activities involve discussion/promotion of healthy
eating messages?
52
Section 6 – Key Contacts
If you would like advice on physical activity or healthy eating for your organisation, here are
some organisations you could contact
National Organisations
Health Contacts
Nutrition Contacts
Irish Heart Foundation
4 Clyde Road
Ballsbridge
Dublin 4
01 668 5001
www.irishheart.ie
Irish Nutrition and Dietetic Institute
Ashgrove House
Kill Avenue
Dun Laoghaire
Co Dublin
01 280 4839
www.indi.ie / info@indi.ie
National Youth Council of Ireland
• Kevin O’Hagan, Senior Project Officer
– National Youth Health Programme
• Siobhán Brennan, Project Officer
– National Youth Health Programme
3 Montague Street
Dublin 2
01 478 4122
www.youth.ie
A listing of the National Youth Council of Irelands
membership contacts (over 50 organisation) is available
on their website, visit www.youth.ie
Department of Health and Children
• Hawkins House
Hawkins Street
Dublin 2
01 635 4000
www.dohc.ie
• Health Promotion Policy Unit
www.healthpromotion.ie
www.healthinfo.ie
Health Service Executive
www.hse.ie
Find contact details for your Local Health Office here
Little Steps
www.littlestep.eu
Bord Bia
www.bordbia.ie
Body Whys
www.bodywhys.ie
British Nutrition Foundation
www.nutrition.org.uk
Cool Food Planet
www.coolfoodplanet.org
The European Food Information Council
www.eufic.org
Children’s Food Campaign
01 668 5001
Contact: Children’s Food Campaign Coordinator
www.childrensfoodcampaign.net
info@childrensfoodcampaign.net
Safefood
• Cork Headquarters, Safefood
7 Eastgate Avenue, Eastgate
Little Island
Co. Cork
021 230 4100
• Dublin Office, Safefood
Block B, Abbey Court
Lower Abbey Street
Dublin 1
01 448 0600
www.safefood.ie / info@safefood.eu
53
6: Key Contacts
Sport & Fitness
Department of Arts Sports and Tourism
23 Kildare Street
Dublin 2
01 631 3800
• Frederick Buildings
South Frederick St
Dublin 2
• Fossa
Killarney
Co Kerry
064 27300
www.arts-sport-tourism.gov.ie
Health Service Executive
www.hse.ie
Coaching Ireland
www.coachingireland.com
Community Games
www.communitygames.ie
Irish Sports Council
The Irish Sports Council serves as an access point for
contacting the National Governing Bodies of individual
sports such as GAA, soccer, rugby, basketball and cycling.
The Irish Sports Council also has contact details of the
following disability sports organisations: Blind Sport,
Deaf Sport, Weelchair Sport, Cerebal Palsy Sport and the
Special Olympics.
Top Floor Block A
West End Business Park
Blanchardstown
Dublin 15
01 860 8800
www.irishsportscouncil.ie
Find contact details for your Local Sports Partnership here
Find contact details for specific sports (e.g. athletics) here
54
National Council for Exercise and Fitness
Head Office
PESS Building
University of Limerick
Limerick
061 202819
www.ncefinfo.com
Olympic Council of Ireland
Olympic House
Harbour Road
Howth
Co Dublin
01 866 0555
www.olympicsport.ie
Paralympic Council of Ireland
www.pcireland.ie
Sports Council for Northern Ireland
Sport Northern Ireland
House of Sport
2a Upper Malone Road
Belfast BT9 5LA
0044 (0)28 90 381222
www.sportni.net
Sports Institute Northern Ireland
www.sini.co.uk
Appendices
A Guidelines for involving guest speakers
B A checklist for organisations that have already developed and implemented health related policy
C Food Marketing
D Food Labelling
Appendix A:
Guidelines for involving guest speakers
Sometimes an organisation may decide to enlist the
help and input of specialist guest speakers to
compliment their programme or to gain professional
perspectives on particular health-related programme
areas, e.g. dietitians, local sports partnerships
co-ordinators etc.
Research has shown that many ‘once-off’ isolated
talks prove to be of little long term benefit to young
people and are therefore not recommended. However,
the involvement of guest speakers – generally health
professionals, can contribute greatly to any health
education programme if both the young people and
the guest speaker are well prepared.
The rationale for involving health professionals may,
perhaps, be due to your lack of knowledge about a
certain aspect of health (e.g. nutrition, impacts of
environments on health) or may be related to a desire
for a group to learn more about local health services
and what they can offer the group. Generally, the
involvement of health professionals in the programme
should be to compliment and enhance the programme
you are running and their involvement should be in
the context of, and supported by, a comprehensive
and holistic programme within the organisation.
The following guidelines for involving guest speakers
/ health professionals have been adapted from Sense
& Sexuality (NYCI/NYHP, 2004).
•
•
When preparing the guest speaker for their
involvement:
•
•
•
When requesting an input from a guest speaker
/ health professional:
•
•
•
be clear about why you require their involvement;
ensure that their involvement will compliment
the programme you are already implementing;
ensure that their input is not ‘once off’ – (i.e.
their input should not be in isolation but as part of
an ongoing programme the youth organisation is
delivering);
ensure that the person you are requesting the
input from is the most appropriate person to
make the input i.e. that this work is within their
brief and that they have the specific knowledge
you require to input into your programme;
check what ground work needs to be done with
your group so that they can gain maximum
benefit from the visitor’s input.
•
•
ensure that you provide them will all relevant
information about your group i.e. size of group,
level of fitness, gender, cultural issues, previously
relevant material covered by the group (what
you have covered with them to date) and where
their input fits within the overall programme. It
is also important to inform them of any potential
issues that might arise in their session i.e. if any
members of your group might be particularly
vulnerable to specific issues i.e. obesity, poor oral
health etc;
inform them about the organisational ethos and
approach to the health issue being explored;
if parental consent is required for the work,
ensure that you, as the worker, have obtained it –
this is not the responsibility of the guest speaker;
ask for an outline of the session – materials and
approaches to be used during the session so that
you can prepare your group if appropriate;
discuss the possible follow-up required after
their input and how this can be facilitated.
55
6: Appendices
When preparing your group for the involvement
of a guest speaker:
Appendix B:
•
A checklist for organisations that have already
developed and implemented health-related
policy
•
•
ensure that your group know why you are bringing in a guest speaker for a particular issue –
clarify what their role will be;
clarify what your role will be in the session;
inform your group about the session content
and approaches to be used if appropriate.
•
Are your policy and guidelines more than three
years old?
•
Have your policy and guidelines been evaluated
in the past three years?
•
Was there a need to change policy because
of evaluation?
•
Are your monitoring systems successfully
measuring practice?
•
Are you confident that the policy is ensuring
good practice?
•
Have any legal or statutory details changed?
•
Have the changing needs of young people
affected the policy?
•
Will new research and government initiatives
affect your policy?
•
Are you able to use your policy with partner
organisations?
•
May there be any changes in funding that might
impact on healthy eating and active living in the
organisation? E.g. funding for a vending machine
or sponsorship from a private company
(e.g. sugary drinks company) for an event
(e.g. summer project).
During the session:
•
•
•
•
•
you should remain in the room during the session.
This will ensure accountability and facilitate
follow-up which may be needed;
you should ensure that there is an agreed
contract between your group and the guest
speaker (e.g. re confidentiality, disclosures,
group dynamics, timekeeping etc…);
you can ensure that the group adhere to the
working contract with the guest speaker;
it may be appropriate for you to facilitate some
part of the session with the guest speaker – this
will pave the way for follow-up with the group
after the guest speaker has gone;
you can support the guest speaker, while at the
same time, ensure that the ethos and policies
of the organisation are being adhered to in the
session.
Following the session:
•
•
•
•
56
request that the guest speaker recommends
relevant follow-up materials or activities to
reinforce learning from the session e.g. dietary
guidelines, physical activity recommendations
etc;
review /evaluate the session, with the guest
speaker, against the original aim and objectives
to ensure that the session achieved what it was
supposed to;
establish a mechanism with the guest speaker
to maintain an ongoing working relationship
with them, if appropriate, in the context of future
health education programmes you may be
developing;
revisit the learning with your group at their next
session – recap on what they gained from the
session, evaluate the benefits of involving the
guest speaker with the young people and ensure
that any follow-up agreed to is put in place.
6: Appendices
Appendix C:
Food Marketing – Further information
We know from research on the eating habits of young
people that one fifth of teens’ energy intake comes
from sugars, and that daily intake of sugary drinks
averages a glass, mainly of carbonated drinks (IUNA
2008). These foods are among five food groups
heavily marketed to young people, which includes
snacks, fast foods, confectionary, sweetened cereals
and soft drinks. These foods are found on the top
shelf of the food pyramid and therefore should be
eaten sparingly. Research shows that the foods
marketed most strongly, particularly to young people
are those found on the top shelf of the Food Pyramid.
This is illustrated on the diagram opposite:
What we should eat
Fatty
& sugary
foods
Dairy*, meat*, fish
and alternatives
Fruit and vegetables
Bread, cereals and potatoes
What the adverts show
REFERENCE
A survey carried out by the European Heart Network
shows that food marketing to young people exists on
a massive scale in all European countries (Matthews
et al, 2005). Food marketing is considered to be a
major health issue for young people for the following
reasons:
• Food marketing affects children’s food
preferences, purchase behaviour and
consumption both at brand level and category
level (Hastings, 2003).
• Food and drink marketing influences children up
to 12 years to consume high-calorie, low-nutrient
products (Institute of Medicine, 2005).
• Food and drinks TV advertising is associated
with obesity in children (Institute of Medicine,
2005).
Marketing to young people is mainly carried out
through television, however in recent years, we
have seen an increase in other forms of marketing
(Matthews et al, 2005), for example:
• In schools, through sponsorship, vending
machines and token collection.
• Internet through games and websites for young
people.
• Celebrity/Cartoon character endorsements.
• Text messaging, often linked to websites.
Fatty
& sugary
foods
mainly confectionery,
highly sugared breakfast
cereals, ready prepared
foods and fast food
restaurant meals
Sauces and ready meals not high in fat
*Note: all meat products advertised were high in fat;
and all dairy products were high in sugar
A survey by the Irish Heart Foundation (2008) found
that four in five Irish parents would agree to a ban
of unhealthy food advertising on television up to the
watershed of 9pm and nine in 10 parents said that
advertising influences their children’s food choices.
Television advertising is controlled by the Broadcasting Authority of Ireland (BAI). The Broadcasting Act
2009 empowers the BAI to prohibit the advertising
of certain foods and beverages that are of public
health concern in relation to children. The Irish
Heart Foundation and the National Heart Alliance
(of which the National Youth Council of Ireland is a
member) has called on the BAI to ban marketing of
57
6: Appendices
foods high in fat, sugar and salt up to the watershed
of 9pm, as large numbers of children and young
people view family entertainment programmes after
6pm. New forms of marketing such as the internet
are largely unregulated in terms of food marketing.
As consumers, it is important to be aware of how
products are marketed, the message used in selling
the product and the information contained on the
packaging. Consumers need to identify the manner
in which companies utilise media such as TV, newspapers, magazines, film, billboards, the internet
and text messaging to promote specific food
products. ‘Media literacy’ is the term given to the
idea of becoming more aware of and more critical
of all of the various methods of communication in
all areas of life.
More specifically, media literacy is the ability to
analyse the messages that inform, entertain and sell
to us every day. It’s the ability to critique media in
all its forms – from music videos and the internet to
product placement in films and virtual displays on
screens and billboards. Being aware of media makes
us ask ourselves:
• Who is this message intended for?
• Who wants to reach this audience and why?
• Whose views are considered/not considered?
• What strategies are used to get my attention?
• How truthful is the content?
Asking these questions and analysing the ways
in which media operates makes us more media
conscious and more empowered as consumers
(Tallim, 2008).
Appendix D: Food Labelling –
further information
At the moment, food manufacturers are only obliged
by law to put nutrition information on a label if they
make a claim about their product e.g. high in fibre or
low in salt. If nutrition information is provided, it can
be presented in two different formats.
1. Energy (calories), protein, carbohydrate and fat
2. Energy (calories), protein, carbohydrate, sugars,
fat, saturated fat, fibre and sodium.
Currently, the European Union is reviewing the
legislation on food and nutrition labelling and it is
proposed that all food manufacturers will be obliged
to provide nutrition information on the back of pack.
The Irish Heart Foundation and other heart
foundations across Europe are lobbying for:
• Nutrition information on the front of pack should
serve as a ‘sign post’ guiding consumers at-aglance towards healthier choices. Front of pack
should have no more than 4 elements including
saturated fats, sugar and salt.
• Back of pack labelling should contain information
energy, protein, carbohydrates, sugars, fibre, fat,
saturated fats, and salt.
• Multiple colour coding should be mandatory on
front of pack, with red, yellow (amber) and green
indicating high, medium and low levels of these
4 elements.
Food labels – what to look for:
For more information on media literacy
please visit: http://unesdoc.unesco.org/
images/0014/001492/149278E.pdf
Calories – What you should know!
Energy is measured either in calories (kcals) or
kilojoules (kJ). Kilojoules is the metric equivalent of
calories. Most labels use calories. If you frequently
eat more energy than you need for the amount of
physical activity you do, you will become overweight.
•
•
58
‘Reduced Calorie’
30% less calories less than the standard product
‘Low Calorie’
Less than 40 calories per 100g
6: Appendices
Fat – What you should know!
Fats – also listed as butter, butter milk, dripping,
lard, milk fat, vegetable oil, peanut oil, vegetable
fat, glycerides. Some labels may tell you if the fat is
saturated or unsaturated or trans fat. Saturated fats
refer mainly to animal fats. Too much saturated fat in
your diet can increase blood cholesterol. Unsaturated
fats refer mainly to vegetable oils. They may also
be listed as monounsaturates and polyunsaturates,
which are found in sunflower oil or olive oil. Trans
fats means that the fat, after high heat, has acquired
the same properties as saturated fat and should be
limited. Eating too much fat, especially saturated
and trans fat is linked with weight gain and obesity,
high blood pressure and high cholesterol.
A Lot
Fat
20g
Saturated Fat 5g
•
•
•
A Little (healthier levels)
3g
1g
‘Low Fat’
Less than 3g fat in 100g
‘95% Fat Free’
Contains no more than 5% fat (or 5g per 100g)
‘Low in Saturates’
Less than 1.5g of saturated fat and trans fat combined per 100g
Fibre – What you should know!
Fibre is vital to add bulk to your diet. It is found in
fruits, vegetables, pulses like beans and lentils,
wholegrain bread and high-fibre breakfast cereals.
Salt – What you should know!
Salt – also listed as sodium, sodium chloride, or
monosodium glutamate (MSG), – to name but a few.
To calculate the amount of salt in a food, multiply the
amount of sodium by 2.5. Aim for less than 6g of salt
– just over half a teaspoon – a day. Eating too much
salt can cause high blood pressure and lead to heart
attack and stroke
A Lot
A Little (healthier level)
•
•
•
•
3g
0.5g
‘High Fibre’
Contains at least 6g fibre per 100g
‘Sources of Fibre’
Contains at least 3g fibre per 100g
‘Sodium Free’
No more than 0.005g per 100g
‘Low Sodium’
Less than 0.12g per 100g
Sugar – What you should know!
Sugars – also listed as sucrose, glucose, glucose
syrup, golden syrup, maple syrup, treacle, fruit juices,
invert sugar, honey, fructose, dextrose and maltose.
Sugary foods and drinks don’t satisfy appetite as well
as other foods, are high in calories and low in nutrients and are linked to excess weight, Type 2 diabetes
and dental decay. General healthy eating guidelines
encourage a balance of foods across all food groups
based on the Food Pyramid.
A Lot
A Little (healthier level)
•
A Lot (healthy level)
A Little
1.5
0.3g
•
•
10g
2g
‘Sugar Free’
No more than 0.5g sugar per 100g
‘No Added Sugar’
No sugars have been added. If sugars are
naturally present in the food the label must state
‘Contains naturally occurring sugars’.
‘Low Sugar’
Less than 5g sugar per 100g
Additives – What you should know!
All additives to food are given E numbers for
reference, which assures us that additives are safe to
eat in food. Additives are used to preserve a product
properly or to enhance the look and flavour of the
product. E162 for instance is the natural red colouring
from beetroot.
59
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